This text invites pre-service teachers to explore arts-informed practices that showcase the transformative potential of literature in the classroom. Through the lens of "stories-we-live-by," the authors recognize literature as interference, capable of disrupting the habitual patterns through which we interpret the world in order to reawaken the capacity of students and teachers alike to change. Chapters are designed to inspire students’ love of literature by fostering literary and artful encounters that provoke their thinking and sense-making. Each chapter includes engaging pedagogical features that spark thinking and analysis of literature and invite readers to further engagement. The appendices include directions for instruction as well as additional resources. An essential text for courses on children’s and adolescent literature and English methods, pre-service teachers will come away with plenty of text recommendations and arts- and social justice-informed practices to use with their future students. Through artful encounters with visual learning analyses, visual-verbal journals, drama, soundscapes, poetry, and so much more, readers examine their own transformative experiences with literature. Readers will learn to craft and curate practices that encourage engagement, imagination, experimentation, and self-awareness in and beyond the classroom.

This text invites pre-service teachers to explore arts-informed practices that showcase the transformative potential of literature in the classroom. Through the lens of "stories-we-live-by," the authors recognize literature as interference, capable of disrupting the habitual patterns through which we interpret the world in order to reawaken the capacity of students and teachers alike to change. Chapters are designed to inspire students’ love of literature by fostering literary and artful encounters that provoke their thinking and sense-making. Each chapter includes engaging pedagogical features that spark thinking and analysis of literature and invite readers to further engagement. The appendices include directions for instruction as well as additional resources. An essential text for courses on children’s and adolescent literature and English methods, pre-service teachers will come away with plenty of text recommendations and arts- and social justice-informed practices to use with their future students. Through artful encounters with visual learning analyses, visual-verbal journals, drama, soundscapes, poetry, and so much more, readers examine their own transformative experiences with literature. Readers will learn to craft and curate practices that encourage engagement, imagination, experimentation, and self-awareness in and beyond the classroom.

Combining the concepts and methods of classical ethology with those of social-cultural anthropology, "Navajo Infancy" describes the major sources of change and continuity in Navajo infant development as a vehicle for discussing the relationships between human nature and culture. The theoretical framework includes adaptation and natural selection as key background variables, but in the important context of recent advances in evolutionary biology, which argue for a high degree of developmental plasticity in human ontogeny and the unique adaptive value of human epigenetics and socialization.

"Navajo Infancy" describes the major sources of change and continuity in Navajo infant development. It does so by combining concepts and methods of classical ethology with those of social-cultural anthropology. The goal is to establish the relationships between human nature and culture. Buy considering the nature of adaptation, and the evolution of human developmental patterns, and through analyses of the determinants of change and continuity in Navajo infant development, "Navajo Infancy" outlines how the process of development itself may bridge nature and culture.

With its special focus on the effect of the cradleboard on Navajo mother-infant interaction, Navajo Infancy raises important developmental issues in its analyses of why the eff ects of the cradleboard do not last. Incorporating the Brazelton Neonatal Behavioral Assessment Scale into its ethological-anthropological methods, "Navajo Infancy" demonstrates signifi cant Navajo-Anglo-American differences in newborn temperament. It fi nds a strong correlation between newborn behavior and prenatal environmental factors, arguing that racial and ethnic differences in behavior at birth go well beyond simple gene pool differences.

"Navajo Infancy" also describes the individual and group differences in the development of Navajo and Anglo- American children's fear of strangers and patterns of mother-infant interaction. Aspects of attachment theory, transactional theories of development, and anthropological theories of socialization are related to this broad new evolutionary approach to the process of development and nature-culture interaction.

"James S. Chisholm" is professor at the school of Anatomy and Human Biology at the University of Western Australia. His research interests include Biological and Biosocial Anthropology. He is the author of "Death, Hope, and Sex and Cultural Persistence: Continuity in Meaning and Moral Responsibility Among the Bear Lake Athapaskans" (with S. Rushforth).

"Cary Michael Carney" is the program director of the ASVAB (Armed Services Vocational Aptitude Battery) student testing program, covering Missouri and Kansas for the Department of Defense.

CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank's diary-part of the U.S. middle school literary canon-the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Offering a timely perspective on arts education advocacy, Chisholm and Whitmore demonstrate the vital need to teach through different modalities in order to strengthen students' connections to literature, their schools, and communities. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design arts-based instruction for their students' learning with challenging texts.

By showing how and why human nature is what it is, evolutionary theory can help us see better what we need to do to improve the human condition. Following evolutionary theory to its logical conclusion, Death, Hope and Sex uses life history theory and attachment theory to construct a model of human nature in which critical features are understood in terms of the development of alternative reproductive strategies contingent on environmental risk and uncertainty. James Chisholm examines the implications of this model for perspectives on concerns associated with human reproduction, including teen pregnancy, and young male violence. He thus develops new approaches for thorny issues such as the nature-nurture and mind-body dichotomies. Bridging the gap between the social and biological sciences, this far-reaching volume will be a source of inspiration, debate and discussion for all those interested in the evolution of human nature and the potential for an evolutionary humanism.

CO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH Bringing together arts-integrated approaches, literacy learning, and classroom-based research, this book explores ways upper elementary, middle, and high school teachers can engage their students physically, cognitively, and emotionally in deep reading of challenging texts. With a focus on teaching about the Holocaust and Anne Frank's diary-part of the U.S. middle school literary canon-the authors present the concept of layering literacies as an essential means for conceptualizing how seeing the text, being the text, and feeling the text invite adolescents to learn about difficult and uncomfortable literature and subjects in relation to their contemporary lives. Offering a timely perspective on arts education advocacy, Chisholm and Whitmore demonstrate the vital need to teach through different modalities in order to strengthen students' connections to literature, their schools, and communities. Accessible strategies are illustrated and resources are recommended for teachers to draw on as they design arts-based instruction for their students' learning with challenging texts.

By showing how and why human nature is what it is, evolutionary theory can help us see better what we need to do to improve the human condition. Following evolutionary theory to its logical conclusion, Death, Hope and Sex uses life history theory and attachment theory to construct a model of human nature in which critical features are understood in terms of the development of alternative reproductive strategies contingent on environmental risk and uncertainty. James Chisholm examines the implications of this model for perspectives on concerns associated with human reproduction, including teen pregnancy, and young male violence. He thus develops new approaches for thorny issues such as the nature-nurture and mind-body dichotomies. Bridging the gap between the social and biological sciences, this far-reaching volume will be a source of inspiration, debate and discussion for all those interested in the evolution of human nature and the potential for an evolutionary humanism.